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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 444 924 SO 032 086 TITLE Damien: Teacher Resource Guide [with Videotape]. INSTITUTION Pacific Resources for Education and Learning, Honolulu, HI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1999-10-00 NOTE 54p.; Accompanying videotape not available from ERIC. Sponsored by Pacific Islanders in Communications and the Cooke Foundation, Ltd. CONTRACT RJ96006601 PUB TYPE Guides - Classroom - Teacher (052) Non-Print Media (100) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Caregiver Role; *Cultural Context; *Disease Control; *Health Conditions; Interdisciplinary Approach; Learning Modules; Priests; Secondary Education; *State History; State Standards IDENTIFIERS *Hawaii (Molokai); Leprosy; Religious History ABSTRACT This resource includes: a videotape of the film "Damien," which was locally produced in Hawaii in the late 1940s; instructional modules and resources for the classroom; additional information to support the instructional modules and videotape viewing; and an annotated bibliography. Major goals of the teacher resource materials are to provide students with: information about Father Damien (1840-1889) and his work with the Hansen's disease patients at Kalawao, Moloka'i; primary and secondary data to help them process and construct conceptual understandings about (1) culture and disease,(2) arts and humanities surrounding representation of Father Damien, (3) the memoralization of Father Damien, and (4) the perspectives surrounding the historical and political era of Father Damien's service; and the opportunity to apply the knowledge to understand current issues and become active participants in authentic social-action solutions. The guide's learning modules are guided by the Hawaii Content and Performance Standards. These content standards identify the broad concepts, skills, and dispositions that clarify and define what students should know and be able to do as a result of the particular learning module selected. Using the standards, participating educators can focus on specific grade-level benchmarks.(BT) Reproductions supplied by EDRS are the best that can be made from the original document. 5O DAMIEN 00 U.S. DEPARTMENT OF EDUCATION TeacherResourceGuide Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION (ERIC) TentThis document has been reproduced as received from the person or organization O originating it. 0 Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE PACIFIC ISLANDERS Cooke Foundation, Ltd. N COMMUNICATIONS 2 DAMIF-N TeacherResourceGuide -MEL PACIFIC RESOURCESFOREDUCATIONANDLEARNING Cooke Foundation, Ltd. PACIFIC ISLANDERS IN COMMUNICATIONS October 1999 This product was funded in part by the Office of Educational Research and Improvement (OEM), U.S. Department of Education, under contract number RJ96006601. The content does not necessarily reflect the views of OEM, the Department, or any other agency of the U.S. government. Cover photo is from the film Damien 4 Page ii ',AGM(' RESOURCES FOR EDUCATION AND LEARNING. FOREWORD A COMMENTARY BY ANN HALO A certain word is sometimes used, in conversation and in the media, to describe survivors of Hansen's disease (the preferred term for the illness that used to be known as "leprosy"). Most people who use this word mean no harm and have no idea that they are causing pain by using the word "leper." These are reflections of Ann R. Malo, spouse of Makia Maloan educator, professional speaker, Hawaiian storyteller, poet, and survivor of Hansen's disease. "Three days after Makia and I met, he was to leave Honolulu to perform in Washington, DC. He was excited, but more and more, he spoke of being scared. "What are you scared about?" "I don't know. Just scared, I guess." "Well, out of everything that could possibly go wrong, what would be the worst-case scenario?" "The really worst would be if someone said, 'Look! There's a leper!'" During one of Makia's performances, a woman sat next to me and whispered, "I never knew your husband was a leper." "He's not," I said. "He's a person, a man, a Hawaiian; he's a writer, composer, teacher, professional speaker, poet, and storyteller who has represented Hawaii in the United States, Europe, and the South Pacific; he is a husband, a brother, and an uncle. First and foremost, he is a person who once had a disease that used to be called leprosy. The person he is has not been changed by a molecule; nor has he been transmuted into the disease itself." Just as a person who had measles isn't called a "measler" or one with chicken pox isn't for the rest of his life known as a "chicken poxer,"and we don't call someone an "AIDSer" or a "fluer," eitherthe same applies to peo- ple who happen to get sick with leprosy. Most people in Hawaii who had Hansen's disease are now in their 60s and 70s and prefer being referred to as PEOPLE instead of as a disease they had 50 years ago. The Dalai Lama, and I am sure others, has said that the core goal of an exemplary human life in these times would simply be to add no pain, no harm to the planet for having lived here. Please know that using the word "leper" in any way, for any reason, is inflicting pain and humiliation of a most singular kind on those who have had this dis- ease and on their loved ones. With the exception of a few survivors who, for reasons of their own, use this word themselves, the majority is represented by a survivor who said, "The hell of this disease is that for the rest of your life and regardless of lab reports showing your body is cured, it is the public who will never let you heal. Every time they use that damn word, they re-infect us, ignoring everything else about which we are. Over and over that word reduces us to a disease we had as children and into a generic term for everything repugnant, disgusting, and unworthy of membership in the human race. And all we did, our big crime, is thatiyears ago, we caught a germ." Someone once told me it is not possible to talk about Hansen's disease without using the word "leper." I disagree. It is possible simply to say, "a person who had Hansen's disease" rather than "a leper." However, it depends on what is familiar to you, on what your motivation is, and the degree to which you are able to understand a survivor's agony, whether you are privileged to hear it firsthand or secondhand. It depends on whether or not you are willing to forego the dramatic headline or shocking remark as the price for not causing pain for a fellow human being. To say "a person who had Hansen's disease" is a completely possible and correct thing to say. Language is a powerful, powerful tool. It impacts people in untold numbers of ways. I ask that we all make very deliberate and exquisitely careful choices about the language we use; that we choose language that is at least benign, at best language that uplifts and inspires, educates and heals; and that we consciously do all we can to eliminate lan- guage that perpetuates and teaches anew any source of human sorrow, degradation, and humiliation. Thank you. Note: The wording in the original resources has not been altered; however, all additional material uses the acceptable terminology. DAMIEN: TEACHER RESOURCE GUIDE Page iii TABLE OF CONTENTS Acknowledgments vii Map of Molokag viii Overview 1 About the Film Damien Content Standards Part IInstructional Modules: A Conceptual Framework 3 Father Damien as a Subject of Art 5 Activity: A Sculpture at the Hawai`i State Capitol Biography: Diego Rivera (1886-1957) Biography: Marisol Escobar (1930present) Art Vocabulary Aesthetic Stances Used to View Art Father Damien as a Hero 10 Activity: Community Memorial Five Reasons Why Father Damien Should Be Beatified Viewpoint: Blessed Damien: Damien's AlohaA Tribute to Father Damien, by Bishop John J. Scanlan Gathering Song: Damien the Blessed, by Patrick Downes Other Tributes to Father Damien Father DamienSocial, Cultural, and Political Implications of Leprosy 17 Activity: Perspectives on Disease Viewpoint: Beyond the Chain-Link Fence, by Makia Malo Father Damien Media and Forums for the Future 22 Part IIResources 25 TimelineFather Damien (1840-1889) 25 Viewpoints: The Making of the Damien Film 27 Movies Made in Hawai `iAnd Why Damien Is Different, by DeSoto Brown John Alexander Kneubuhl and His Contributions to the Arts in the Pacific, by Victoria Kneubuhl Part IIIAnnotated Bibliography 31 Father Damien 31 History and PoliticsKalaupapa and Kalawao 35 First-Hand Accounts 37 Part IVOther Resources 40 DAMIEN: TEACHER RESOURCE GUIDE Page v ACKNOWLEDGMENTS Pacific Resources for Education and Learning (PREL) and Pacific Islanders in Communication (PIC) gratefully acknowledge the generous efforts, contributions, and support of the following contributors: Resource Material Patrick Downes, Editor, Hawari Catholic Herald Irene W.Y. Letoto, Executive Director, Damien Museum and Archives Ann Ma lo, spouse of Makia Ma lo Makia Ma lo, Hawaiian storyteller Mary M. Roy, Librarian, Damien Memorial High School George Tahara, Cine-Pic Hawaii Resource Instructional Modules Amy Kaawaloa, Teacher, Niu Valley Intermediate School Jane Kinoshita, Retired Resource Teacher Sandy Konishi, Resource Teacher, Hawai`i State Department of Education Gwen Lee, Teacher, Niu Valley Intermediate School Debra Nakashima, Teacher, Ka lani High School Pacific Resources for Education and Learning Project Team Tom Barlow Maia Chang Rosen Karen Ehrhorn Stan Koki Larissa Leroux Ellen Miyasato Lori Phillips Liane Sing Sara Slovin Major Foundation Support Atherton Family Foundation Cooke Foundation, Ltd. Hawaii Committee for the Humanities Hawai`i Community Foundation Major Project Donors Agnes Conrad James W. and Priscilla A.
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